Thesis Title

Author

Date of Graduation

Spring 1981

Degree

Master of Science in Education in Literacy

Department

Reading, Foundations, and Technology

Committee Chair

James Layton

Subject Categories

Other Education

Abstract

In this study, the investigator identified two questions: (1) what relationships and differences exist on students' scores of two comparable diagnostic reading tests and (2) what error count variables may be designated as significant between the two instruments. The subjects were thirty students with reading problems who were attending a summer reading program. Each student was given the Diagnostic Reading Scales and the Analytical Reading Inventory as posttests at the end of six weeks of clinical instruction. It was hypothesized that there would be no significant relationships or differences between students' scores on the two tests for oral reading levels and each of the subtests. Pearson product-moment correlations and t-tests were used to determine if statistically significant relationships or differences existed between grade level scores and several error variables used in evaluating students' oral reading competencies. Only two measurements were found to be significantly related--the oral reading level scores and the substitution and mispronunciation scores. The reading level of the Diagnostic Reading Scales was found to be .8 years higher than the Analytical Reading Inventory; therefore, it was concluded that the variability of reading levels between the two tests was strong enough that teachers should not use the tests interchangeably. Although, statistically significant, the correlations between the mispronunciation and substitution measurement errors were not strong enough for predictive purposes.